What does the provider need to do to improve?
- Leaders should ensure that level 1 students receive effective careers education, information, advice and guidance to plan their next steps.
- Leaders must provide high needs training for vocational teachers so that they can provide effective support to students.
- Teachers must consistently develop students’ English skills. Teachers must ensure that students produce high-quality written work.
What does the provider need to do to improve?
- Leaders should ensure that their actions focus on improving teachers’ practice in teaching, learning and assessment.
- Improve the quality of teaching, learning and assessment, and the proportion of learners who achieve their qualifications, by ensuring that:
- the quality of English and mathematics teaching rapidly improves so that learners achieve their qualifications in these subjects and make progress in improving skills
- teachers have high expectations of what their learners can achieve and set challenging activities to ensure that learners develop and apply more in-depth knowledge
- teachers and assessors provide feedback to learners and apprentices that enables them to improve their work.
- Ensure that information on the destinations of learners and apprentices is routinely gathered and reviewed in order to inform leaders’ curriculum planning.
- Ensure that teachers work productively with learning support staff to enable learners who need additional help with their studies to make swift progress.
- Make sure that adults enrolled on the ‘learning shop’ provision acquire the work-related skills that they need to gain employment.
What does the provider need to do to improve further?
- Ensure that teachers provide detailed written feedback and set challenging targets that enable all learners to understand fully how to improve their work, accelerate their learning and reach their potential.
- Ensure that students attend their GCSE English and mathematics lessons, improve their skills and gain their qualifications in these subjects.
What does the college need to do to improve further?
- Improve the proportion of students and apprentices who achieve their qualifications and the progress that they make, through raising both teachers’ and learners’ expectations of what they can achieve. Make sure all staff ensure that students attend all lessons, complete their courses, and submit work that reflects their best possible efforts.
- Improve the impact of teaching, learning and assessment by:
- building on teachers’ vocational expertise through effective training that helps them to become accomplished teachers. Develop teachers so that they reflect not just on their own performance, but also on the impact of their teaching on students’ learning, and on students’ achievements at the end of their courses
- using quality assurance measures, including observations of teaching and training, to raise expectations of what constitutes good teaching further. Ensure that judgements on the effectiveness of teaching and training are based securely on the progress that students and apprentices make both in and out of lessons
- identifying where teaching is not securing highly effective learning, working with teachers to identify the precise actions they need to take to improve, and monitoring more rigorously their progress in making improvements.
- Ensure that college and subject area managers at all levels develop, and implement, the skills to raise standards by using data and other information effectively to monitor all aspects of students’ experience, and to intervene swiftly and effectively where teachers or students are underperforming.
- Improve the learning environment, both in the college’s public areas and in many classrooms, by using available resources effectively to celebrate students’ work and create displays that reflect the vocational identity of different subject areas.
What does Colchester Institute need to do to improve further?
- Improve apprentice success rates and the consistency of work-based learning by setting challenging individual targets for each partner organisation and share good practice to improve the quality of learning and support.
- Improve the quality of lessons by implementing a more robust lesson observation system that informs staff development. Ensure that teachers set clear and specific learning objectives, that learning is checked regularly using probing questions and that activities are sufficiently challenging, particularly at advanced level, so that all learners achieve their full potential.
- Make better use of prior attainment data and initial assessment to inform targets for learners so that their progress towards fulfilling their potential can be measured more accurately.
- Produce a more succinct and evaluative self-assessment report that makes better use of data to inform quality improvement strategies to enable teachers and managers to measure their performance against more specific and timebound targets for improvement.
Areas for improvement
The college should address:
- success rates for 16-18 year olds at level 3
- success rates on short courses
- the management of tutorial provision
- the promotion and reinforcement of equality and diversity.
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What should be improved
- pass rates at levels 1 and 2
- standards of teaching and learning
- co-ordination and provision of literacy and numeracy support
- consistency and rigour in the application of quality assurance arrangements o management of work-based learning
- monitoring of equal opportunities trends in students' recruitment, retention, achievement and progression.
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